hambone1347  asked:

Hi i really Like your art and I just wanna know if Maybe you could give me some Examples on drawing skirts I'm sorry I'm just having a hard time And Drawing legs with skirts is difficult If you Don't want to I completely understand And sorry to bother you

THIS IS NOT MEANT TO DICTATE ANYONE ANYWAY OR MAKE ANYONE FEEL BAD ABOUT HOW THEY DRAW THINGS.

THESE ARE JUST GUIDELINES I FOLLOW, YOU CAN DRAW ANYTHING HOWEVER YOU LIKE♥

I’m sorry if I missed what you were asking for I tried!!!

please message me if you have any more questions or want a video for a little more help!

Here the posing program Design Doll I use!

http://terawell.net/terawell/?lang=en

Not all parents are mothers: A reminder to programs for kids

Sometimes camps, schools, and other programs for kids think “mother” when they should be thinking “parent or guardian”. In addition to being sexist, this kind of bias can cause a number of other problems.

When programs for kids think of “mother” and “parent” as synonyms, they often end up forgetting that other parents and guardians exist. When they think of “mother” and “primary caregiver” as synonyms, they often fail to contact the appropriate adult. 

For instance: 

  • Susan, an eight year old, just fell off the jungle gym and needs to be taken to the hospital.
  • Susan’s teacher, Ruby, calls 911. 
  • Ruby thinks “I need to call Susan’s mother to let her know that Ruby was just taken to Hypothetical Hospital”.
  • Susan’s mother, Melissa isn’t reachable during the day because she works in a secure building without access to a phone.
  • Susan’s father, Christopher, *is* reachable. He works from home, and always has his phone with him.
  • Although Susan’s emergency contact form has a note saying to call Christopher first, it doesn’t occur to Ruby to do so, because she’s thinking “I need to call Susan’s mother”, and looking at the “mother” line of the form.
  • Ruby keeps trying to reach Melissa. 
  • It takes an hour before it occurs to anyone to call Susan’s *father*.

Or:

  • David is a twelve year old who has food allergies. He also has a mother, Miriam, and a father, Fred.
  • Katie, who runs the kitchen at Camp Hypothetical, has some questions about what he can and can’t eat, and whether the plan for an upcoming camp out will work for him.
  • Katie tries calling Miriam, David’s mother. She doesn’t reply. Katie tries again and again, over the course of several days.
  • It doesn’t occur to her to try calling David’s *father*, even though she knows he has one — because she thinks of mothers as the parents who keep track of that kind of information.

When you’re working with kids, it’s really important not to treat “mother” and “primary caregiver” as synonyms, and to remember that:

  • Not all children have mothers.
  • Not all mothers are primary caregivers.
  • Not all children who have mothers live with their mothers.
  • Not all mothers should be given information about their children.
  • Fathers are parents.
  • Nonbinary parents are parents.
  • When a kid has more than one parent, it’s often best to contact both/all parents (especially if contacting the first parent doesn’t work.)
  • Some kids are raised by people other than their parents (eg: grandparents, a sibling, foster parents).

Tl;dr If you’re working with kids and you need to contact their parent or guardian, don’t assume that their mother is the right person to contact. Look at the instructions on their emergency/parent contact form, and follow those instructions. And if you try calling a kid’s mother and don’t get a response, check to see whether they have another parent you should try calling.

I’m hoping to awaken my fellow educators—of all levels—to the fact that if a student is struggling, they probably aren’t choosing to. They probably want to do well. They probably are trying. More broadly, I want all people to take a curious and empathic approach to individuals whom they initially want to judge as “lazy” or irresponsible.

If a person can’t get out of bed, something is making them exhausted. If a student isn’t writing papers, there’s some aspect of the assignment that they can’t do without help. If an employee misses deadlines constantly, something is making organization and deadline-meeting difficult. Even if a person is actively choosing to self-sabotage, there’s a reason for it— some fear they’re working through, some need not being met, a lack of self-esteem being expressed.

People do not choose to fail or disappoint. No one wants to feel incapable, apathetic, or ineffective. If you look at a person’s action (or inaction) and see only laziness, you are missing key details. There is always an explanation. There are always barriers. Just because you can’t see them, or don’t view them as legitimate, doesn’t mean they’re not there. Look harder.

—  E. Price, Laziness Does Not Exist

“Teacher, why do people CARE about gay marriage? Like who cares?” One of my students, who is bi, asked me.

“That’s a great question. There’s so many things to be mad about in the world, like murder, homelessness, kids denied rights to attend school, war…people in love and not hurting anyone? I don’t know why anyone would choose to be angry about that.”

“Yeah, it’s stupid.”

Another student nodded.

They give me hope for the future.

Classes I Wish They Offered to Students
  • How to Take Notes and Study
  • Why You Should Focus on Yourself Before Dating
  • How to File Taxes
  • How to Petition the Government if You Want to Dispute a Law
  • What Your Actual Rights Are When You Get Pulled Over or Arrested, and Lies the Cops Will Try to Convince You Are True
  • How to Read a Contract
  • Basic Healthy, Inexpensive, Quick Meals to Cook at Home
  • How to Successfully Switch Careers in Middle Age
  • The Right Bank Account Type for You and How to Save Money at Any Income
  • How to Read and Understand Scientific Research and What Constitutes a Valid Study so You Won’t Be Scammed by Nonsense
  • What Mental Health and Mental Illness Are, and Why You Should Care About Them
  • Common Medical Emergencies You or a Loved One Will Likely Encounter During Your Life and How to Handle Them
  • Natural Disasters and How to Survive Them (they only seem to teach procedures for natural disasters where you currently live, but this ignores the fact that people can move or take vacations)
  • How to Avoid Being Stranded, What to Prepare and What to Do in Case You Are Stranded
  • Basic Self-Defense
  • The Proper Way to Conduct Yourself in Various Situations and Questions You Should Ask (such as public speaking, buying a car, job interviews, dealing with funeral arrangements, etc.)
  • Understanding the Process of Death and How to Deal with the Death of Others (this class would also include death by suicide)


Please add your own!

4

Following the success of my fantasy RPG sessions for Primary 1 two weeks ago, (and inspired by The Role Playing Society, Byers & Crocco eds.) I decided to try some whole class RPG-flavored gamification this week. Using the class’ existing points-for-good-behaviour system (using toy diamonds) I made up some levels for progress and dry-erase table adventure sheets for the kids to keep track.Today all the tables reached level 1 and were able to pick a magical creature to adopt as a pet! I’ve also been using narrative framing for all my lessons, using flashcard baddies and NPCs. Really enjoying the experience so far, and so are the kids!

My Russian pupils’ mistakes at their English lessons
  • ‘busy’ translated as ‘bus-like’
  • ‘happened’ as 'made someone happy’
  • misspelt ‘dictation’ as ‘dicktation’
  • “The subject is basically the person or the thing that performs the action in a sentence. What is the subject in this sentence: ’She is watching TV with her husband’?” — “She and her husband"
  • a kid once spelt my name as Илезовета (Ilezoveta) instead of Елизавета (Yelizaveta, one of the most common names) 
  • 'vegetable’ DOES NOT rhyme with ‘table’
  • neither does 'said’ with ’paid’, and of course though, through, tough, cough, thorough, thought
  • in Russian to say that you have something you say smth like 'In my [possession] is that thing’, У меня есть это. If you literally say 'I have something’, Я имею это or, god forbid, ‘someone’, that would often mean ‘I screw that thing/person’. So you try to explain that in English you just say ‘to have something’ meaning ‘in my [possession] is that thing’, which often makes pupils begin an English sentence with something like ‘At me there is…’. I once almost translated ‘I have a dictionary on the table’ literally at a lesson with twelve-year-olds
  • ‘for what possible reason do you have 16 verb tenses instead of just present, past, and future?’ 
  • there obviously are kids who don’t want to do anything, but I taught a little girl once who broke her right arm and wrote two pages of homework with her left hand (and not that I am terribly strict) 
  • “How do you spell the word ‘niece’?”  — “N-I-E-… and ass’
  • “What does the sun do?” — “The sun is sunning”
  • you can make your bright pupils learn a lot of vocabulary, complex grammar rules and fix their pronunciation but for some reason no matter how hard you try, only the smartest kids will remember that I write, you write, we write, they write BUT he/she/it writeS
  • “Is it true or false?” — “It’s… tralse”